2nd Journal Review...

Title:
Exploring the Contribution of Play to Social Capital in Institutional Adult Learning Settings
By Pauline Harris (University of Wollongong) and John Daley (NSW Department of Education & Training)
From Australian Journal of Adult Learning Volume 48, Number 1, April 2008

Abstract:
This paper explores how play as an educational tool can enhance social capital for adult learners in institutional settings. Our action research in adult education classes focuses on cooperatives forms of play in which pretend, role-play, improvisation, playful activities and a playful mindset were key components. We investigate these play experiences in terms of their implications for nurturing adult learners social capital. Our preliminary findings to date reveal that play contributes to social capital by enriching adult learners engagement, cooperation and sense of connectedness with one another as well as with people, resources and information beyond their group.

Samples:

• 1st author trialled three mature age students (school leavers) and one was an overseas exchange student from USA
• 2nd author trialled with a) younger students who are not long out of school or just commencing work at entry level in the building industry and b) older students who are more established in the industry.

Settings:

• 1st author: weekly class ran for three hours.
• 2nd author: weekly classes ran for two hours. Classes are taught in the daytime for younger students while in the evening for older students. Students are mostly from non-English speaking background.
  

Methods:
Action research and Self-study

Procedures:

1. Authors choose cooperative forms of play in which pretend, role-play, improvisation, playful activities and a playful mind-set were key components.
2. Planned activities and materials that accommodated and encouraged adult learners perspective, choice, initiative, direction, dialogue, collaboration and involvement.
3. Gather data through in-class observation
4. Documented observations as running records and anecdotal records.
5. Verified observations by talking and discussions with students.
6. Authors analyzed the data in terms of seeking evidence of each play quality described below:

• Relational qualities of play
• Experiential qualities of play
• Metaphoric qualities of play
• Integrative qualities of play
• Empowering qualities of play

Findings:

- Relational qualities of play contributed to social capital by:

• inviting and nurturing dialogue among adult learners
• involving cooperation of adult learners with one another
• engaging adult learners in sharing and reviewing ideas and experiences with one another

- Experiential qualities of play contributed to social capital by:

• engaging adult learners in shared hands-on engagement, enjoyment and active participation
• breaking down potential barriers among adult learners and enticing them into finding shared understandings

- Metaphoric qualities of play contributed to social capital by:

• providing adult learners with an approach to cooperative action
• encouraging flexibility and creativity with a willingness to entertain and build on new ideas from one another and except change

- Integrative qualities of play contributed to social capital by:

• providing holistic experiences where adult learners made connections to and among people, ideas, experiences and resources beyond their group.

- Empowering qualities of play contributed to social capital by:

• creating a zone where adult learners reached beyond their actual capacities and worked towards their potential.